Personal reading skills:
• reading for pleasure
• processing information in written texts
• reading a wider range of texts
• reading more fluently
• developing effective reading strategies
developed through:
• regular personal reading time
• sharing and reflection on personal reading through reading logs and discussion
• teachers modelling reading
• regular visits to the library
• exposure to reading strategies (e.g. reciprocal reading)
• exposure to a wide range of texts
• exposure to quality texts with established critical reputations
Close reading skills:
• exploring the language of poetry and prose
• understanding language and literary terminology
• identifying, discussing and analysing conventions of writing
• developing critical thinking skills
• responding to and evaluating the effectiveness of written text
developed through:
• responses to literature
• responses to other written texts
• language studies
• thematic studies
• tests and examinations
Reading is an integral part of the English programme. It will take place in two major ways:
1. As part of the teaching and learning programme where the teacher will be directing students to read a variety of texts for a variety of purposes as detailed above.
2. As part of a student managed activity of self-directed reading where students will record their Personal Reading in their Reading log.
The English Department has a policy of promoting positive self image among all students through literature. This is particularly important in providing literature for young women, for Maori, for Pacific and Asian students, and for boys who are reluctant readers.
In the purchasing and selection of texts, teachers and particularly the HOD should be conscious of providing literature which:
• is written by Maori and Pacific writers
• is about Maori and Pacific people
• provides positive, non-stereotypical role models for young women and men
Ways of introducing reading:
• through associated literature (e.g. poetry, songs, short stories) - related thematically or in terms of settings or characters
• through drama and story-telling based on personal experience
• through visual stimuli e.g. photos, posters, paintings, film and video
• through associated non-fiction e.g. newspaper/magazine articles, T.V. news, statistics, reports
• through associated film and T.V. programmes
• through reading the work to students aloud, especially the beginning of a work
• through visits, field trips or visiting speakers
• through creative writing
Ways of responding to reading:
Expressive writing entries, wide reading logs, reviews, assignments, poems, oral reviews, creative writing, recall tests, posters, collage, role plays, improvisations, frozen moments, photo essays, dramatisation of scenes, hot-seating of characters, mock trials, selected readings, further research, finding and reading thematically linked literature, debates, speeches, mime, theatre sports, inventing board games, videoing of a scene or improvisation, radio dramatisations, more reading.
[Insert statement of departmental practices in reading e.g. SSR, reading logs]
Personal reading skills:
• reading for pleasure
• processing information in written texts
• reading a wider range of texts
• reading more fluently
• developing effective reading strategies
developed through:
• regular personal reading time
• sharing and reflection on personal reading through reading logs and discussion
• teachers modelling reading
• regular visits to the library
• exposure to reading strategies (e.g. reciprocal reading)
• exposure to a wide range of texts
• exposure to quality texts with established critical reputations
Close reading skills:
• exploring the language of poetry and prose
• understanding language and literary terminology
• identifying, discussing and analysing conventions of writing
• developing critical thinking skills
• responding to and evaluating the effectiveness of written text
developed through:
• responses to literature
• responses to other written texts
• language studies
• thematic studies
• tests and examinations
Reading is an integral part of the English programme. It will take place in two major ways:
1. As part of the teaching and learning programme where the teacher will be directing students to read a variety of texts for a variety of purposes as detailed above.
2. As part of a student managed activity of self-directed reading where students will record their Personal Reading in their Reading log.
The English Department has a policy of promoting positive self image among all students through literature. This is particularly important in providing literature for young women, for Maori, for Pacific and Asian students, and for boys who are reluctant readers.
In the purchasing and selection of texts, teachers and particularly the HOD should be conscious of providing literature which:
• is written by Maori and Pacific writers
• is about Maori and Pacific people
• provides positive, non-stereotypical role models for young women and men
Ways of introducing reading:
• through associated literature (e.g. poetry, songs, short stories) - related thematically or in terms of settings or characters
• through drama and story-telling based on personal experience
• through visual stimuli e.g. photos, posters, paintings, film and video
• through associated non-fiction e.g. newspaper/magazine articles, T.V. news, statistics, reports
• through associated film and T.V. programmes
• through reading the work to students aloud, especially the beginning of a work
• through visits, field trips or visiting speakers
• through creative writing
Ways of responding to reading:
Expressive writing entries, wide reading logs, reviews, assignments, poems, oral reviews, creative writing, recall tests, posters, collage, role plays, improvisations, frozen moments, photo essays, dramatisation of scenes, hot-seating of characters, mock trials, selected readings, further research, finding and reading thematically linked literature, debates, speeches, mime, theatre sports, inventing board games, videoing of a scene or improvisation, radio dramatisations, more reading.
[Insert statement of departmental practices in reading e.g. SSR, reading logs]
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